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Assessment measures studied

SELPA presents training programs leading to certification in Assistive Technology Assessment and Augmentative Communication Assessment during 2013–14.

The San Joaquin County Special Education Local Plan Area (SELPA) presented training programs leading to certification in Assistive Technology Assessment and Augmentative Communication Assessment during the 2013–14 school year.  Taught by Michelle Austin, M.A., CCC/SLP from the Diagnostic Center, Central California, both classes were full with a limit of 30 in each. Educators from San Joaquin County districts and Special Education programs spent seven full days in each program in addition to required observations, assignments, and assessments.  

The AAC Assessment to Intervention program trains staff to assess communication needs of students. It is a dynamic process looking at current skills in communication, language, and speech as well as communication device access. Assessment information is used to develop a match between the student’s needs and the appropriate communication system for the child now and in the future.

While educational or instructional technology is defined as tools and/or techniques that help improve learning, assistive technology (AT) is equipment, systems or tools used to increase, maintain or improve the functional capabilities of students with disabilities. Educational technology enhances the curriculum; assistive technology is a necessity to allow access to the curriculum. An AT assessment starts with in-depth skills and needs assessments in addition to equipment and software needs. In this on-going process, recommendations based on the assessment are considered by the Individualized Education Plan (IEP) team and may be utilized on a trial basis until the team has determined the appropriate equipment needs.

Staci Johnson, SL County Program Specialist and administrator took both classes. She was impressed with the stress on the importance of a multi-disciplinary team approach to identify appropriate strategies and supports for students. “I like the collaborative approach,” she said.  “I loved being a part of this cohort of learners. It’s great that we have a network of colleagues to call on as we implement the two assessments.”

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Posted: 9/22/2014